This section provides the State of Texas Assessments of Academic Readiness (STAAR) performance results for each subject area and grade level tested in the 2014-15 school year. These results include all students tested, whether or not they were in the accountability subset.

State

AfricanAmerican

Hispanic

White

AmericanIndian

Asian

PacificIslander

Two orMoreRaces

SpecialEd

EconDisadv

ELL

Female

Male

Migrant

STAAR Percent at Phase-in 1 Level II or Above

Grade 3

Reading

2015

74%

64%

70%

85%

74%

88%

76%

81%

45%

67%

66%

77%

71%

61%

2014

75%

64%

70%

87%

77%

89%

75%

82%

64%

67%

65%

77%

73%

57%

Mathematics

2015

74%

60%

71%

84%

75%

91%

77%

80%

47%

67%

69%

75%

74%

64%

2014

69%

54%

66%

79%

69%

89%

70%

74%

58%

62%

65%

69%

69%

58%

Grade 4

Reading

2015

71%

58%

65%

83%

69%

88%

72%

79%

38%

62%

57%

74%

67%

52%

2014

73%

63%

68%

84%

73%

88%

71%

81%

61%

65%

59%

76%

70%

57%

Mathematics

2015

71%

54%

67%

81%

71%

91%

75%

76%

38%

63%

63%

71%

70%

56%

2014

70%

54%

66%

80%

67%

91%

69%

75%

59%

62%

61%

70%

70%

60%

Writing

2015

67%

57%

63%

76%

64%

88%

71%

73%

30%

59%

58%

74%

61%

53%

2014

72%

63%

68%

81%

70%

89%

74%

79%

52%

65%

61%

78%

67%

60%

Grade 5

Reading

2015

83%

76%

80%

91%

83%

93%

83%

90%

48%

78%

70%

86%

81%

69%

2014

86%

79%

82%

94%

87%

94%

85%

92%

79%

80%

70%

87%

84%

71%

Mathematics

2015

75%

61%

72%

84%

75%

94%

78%

80%

41%

68%

65%

77%

74%

64%

2014

87%

79%

85%

93%

87%

96%

91%

91%

77%

83%

79%

88%

87%

80%

Science

2015

69%

54%

63%

83%

70%

88%

66%

78%

37%

59%

49%

68%

69%

50%

2014

73%

59%

67%

85%

72%

89%

77%

82%

56%

64%

52%

70%

75%

58%

Grade 6

Reading

2015

73%

64%

66%

85%

71%

90%

77%

82%

32%

63%

44%

75%

70%

51%

2014

77%

68%

71%

87%

78%

90%

79%

84%

58%

69%

50%

80%

74%

57%

Mathematics

2015

72%

59%

67%

83%

73%

93%

78%

80%

38%

64%

54%

73%

71%

56%

2014

78%

66%

73%

88%

79%

93%

82%

83%

59%

71%

60%

79%

76%

63%

Grade 7

Reading

2015

72%

64%

65%

84%

73%

89%

75%

82%

29%

63%

34%

76%

68%

51%

2014

74%

66%

68%

86%

75%

90%

77%

84%

55%

66%

37%

78%

71%

53%

Mathematics

2015

68%

55%

63%

81%

68%

90%

72%

77%

31%

60%

42%

70%

67%

54%

2014

67%

54%

61%

80%

65%

90%

72%

75%

51%

58%

41%

68%

66%

49%

Writing

2015

69%

60%

63%

80%

69%

89%

77%

78%

25%

60%

33%

76%

62%

50%

2014

70%

63%

64%

81%

69%

89%

72%

79%

52%

62%

33%

78%

64%

50%

Grade 8

Reading

2015

84%

77%

80%

92%

85%

93%

86%

91%

44%

78%

51%

87%

81%

66%

2014

88%

85%

85%

95%

87%

94%

89%

94%

73%

83%

56%

90%

87%

73%

Mathematics

2015

71%

60%

67%

80%

70%

90%

75%

78%

32%

64%

50%

73%

68%

55%

2014

85%

77%

82%

92%

83%

95%

84%

89%

73%

80%

66%

85%

84%

75%

Science

2015

67%

55%

61%

80%

68%

90%

72%

77%

31%

58%

34%

67%

68%

47%

2014

70%

60%

63%

84%

70%

90%

71%

79%

52%

61%

34%

69%

72%

48%

Social Studies

2015

61%

50%

53%

76%

61%

86%

62%

73%

27%

50%

25%

59%

63%

37%

2014

61%

52%

53%

76%

62%

86%

63%

72%

46%

50%

25%

58%

64%

37%

End of Course

English I

2015

66%

58%

61%

79%

64%

83%

69%

77%

31%

58%

33%

73%

61%

50%

2014

65%

57%

59%

79%

68%

81%

69%

77%

43%

57%

27%

72%

60%

44%

English II

2015

69%

58%

64%

82%

69%

82%

69%

79%

31%

60%

33%

74%

64%

51%

2014

68%

59%

62%

82%

71%

84%

64%

80%

48%

59%

26%

73%

64%

44%

Algebra I

2015

77%

66%

74%

86%

75%

93%

79%

83%

39%

71%

54%

80%

74%

63%

2014

79%

70%

75%

88%

77%

93%

81%

86%

51%

73%

54%

82%

76%

65%

Biology

2015

88%

83%

85%

94%

84%

94%

89%

93%

56%

83%

64%

90%

86%

75%

2014

88%

83%

85%

95%

89%

93%

89%

94%

65%

83%

63%

90%

86%

74%

U.S. History

2015

88%

83%

85%

94%

88%

93%

91%

94%

55%

83%

61%

87%

89%

75%

2014

92%

89%

89%

96%

93%

95%

92%

95%

71%

88%

67%

91%

92%

82%

All Grades

All Subjects

2015

73%

63%

68%

84%

73%

90%

76%

81%

37%

65%

53%

76%

71%

57%

2014

75%

66%

71%

86%

76%

90%

77%

83%

59%

68%

55%

77%

74%

59%

Reading

2015

74%

64%

68%

85%

73%

88%

75%

83%

37%

66%

51%

77%

70%

55%

2014

75%

67%

70%

87%

76%

89%

75%

84%

59%

68%

53%

79%

72%

55%

Mathematics

2015

73%

60%

69%

83%

73%

92%

77%

79%

38%

66%

59%

74%

72%

59%

2014

76%

65%

73%

86%

76%

92%

78%

82%

61%

70%

62%

77%

75%

64%

Writing

2015

68%

58%

63%

78%

67%

88%

74%

76%

28%

59%

49%

75%

61%

51%

2014

71%

63%

66%

81%

70%

89%

73%

79%

52%

63%

51%

78%

65%

55%

Science

2015

75%

64%

70%

86%

75%

91%

77%

83%

41%

67%

49%

75%

74%

59%

2014

77%

68%

72%

88%

78%

91%

80%

85%

58%

70%

51%

77%

78%

61%

Social Studies

2015

74%

66%

69%

85%

75%

90%

77%

83%

40%

65%

39%

73%

75%

57%

2014

75%

69%

69%

86%

77%

91%

78%

83%

55%

66%

39%

73%

77%

57%

STAAR Percent at Final Level II or Above

All Grades

All Subjects

2015

38%

26%

30%

53%

37%

69%

41%

49%

17%

27%

17%

40%

37%

19%

2014

39%

27%

31%

54%

38%

69%

40%

49%

30%

28%

18%

40%

38%

20%

Reading

2015

40%

28%

32%

56%

40%

68%

42%

52%

16%

28%

16%

44%

37%

19%

2014

42%

30%

33%

58%

42%

68%

42%

54%

31%

30%

17%

45%

38%

20%

Mathematics

2015

36%

22%

29%

49%

34%

73%

39%

45%

17%

26%

20%

36%

36%

20%

2014

37%

23%

30%

49%

34%

72%

39%

45%

31%

27%

22%

37%

37%

22%

Writing

2015

31%

21%

24%

43%

28%

65%

36%

39%

14%

21%

14%

38%

25%

16%

2014

34%

24%

27%

45%

31%

63%

35%

43%

31%

24%

17%

40%

27%

18%

Science

2015

40%

26%

32%

56%

39%

70%

41%

51%

17%

29%

12%

39%

41%

20%

2014

40%

27%

32%

57%

41%

71%

44%

52%

27%

29%

13%

39%

42%

20%

Social Studies

2015

41%

30%

32%

54%

43%

68%

43%

52%

18%

29%

9%

36%

44%

20%

2014

38%

28%

29%

52%

40%

67%

41%

49%

27%

26%

9%

34%

43%

18%

STAAR Percent at Level III Advanced

All Grades

All Subjects

2015

14%

7%

9%

23%

13%

41%

16%

21%

4%

8%

5%

15%

14%

4%

2014

14%

7%

9%

22%

12%

39%

13%

20%

5%

8%

5%

14%

13%

5%

Reading

2015

15%

8%

10%

25%

14%

39%

16%

24%

4%

8%

5%

17%

14%

4%

2014

14%

8%

9%

23%

13%

36%

13%

22%

6%

8%

5%

16%

12%

4%

Mathematics

2015

14%

6%

10%

22%

13%

47%

16%

20%

5%

8%

6%

14%

14%

5%

2014

15%

7%

11%

23%

13%

47%

15%

21%

6%

9%

8%

15%

15%

7%

Writing

2015

8%

4%

5%

12%

6%

30%

9%

12%

3%

4%

2%

11%

5%

2%

2014

6%

3%

4%

10%

6%

24%

6%

10%

5%

3%

2%

9%

4%

2%

Science

2015

14%

6%

9%

23%

13%

41%

16%

21%

5%

7%

2%

13%

15%

4%

2014

13%

6%

8%

22%

12%

38%

12%

19%

5%

7%

2%

12%

14%

4%

Social Studies

2015

18%

10%

12%

28%

19%

41%

19%

27%

6%

10%

2%

14%

21%

6%

2014

15%

8%

9%

23%

14%

38%

15%

21%

5%

7%

1%

12%

18%

4%

STAAR Participation (All Grades)

All Tests

2015

99%

99%

99%

99%

99%

99%

99%

99%

98%

99%

98%

99%

99%

98%

2014

99%

99%

99%

99%

99%

100%

99%

99%

99%

99%

99%

99%

99%

99%

Reading

2015

99%

99%

99%

99%

98%

98%

99%

99%

98%

99%

96%

99%

99%

97%

2014

99%

99%

99%

99%

99%

100%

99%

99%

99%

99%

99%

99%

99%

99%

Mathematics

2015

99%

99%

99%

99%

99%

100%

99%

99%

99%

99%

100%

99%

99%

99%

2014

99%

99%

99%

99%

99%

100%

99%

99%

99%

99%

99%

99%

99%

99%

Writing

2015

99%

99%

100%

99%

99%

100%

99%

99%

99%

99%

100%

99%

99%

99%

2014

99%

99%

100%

99%

99%

100%

100%

99%

99%

99%

100%

100%

99%

99%

Science

2015

99%

99%

99%

99%

99%

100%

99%

99%

98%

99%

99%

99%

99%

99%

2014

99%

99%

99%

99%

99%

99%

98%

99%

98%

99%

99%

99%

99%

98%

Social Studies

2015

99%

98%

99%

99%

99%

99%

99%

99%

98%

99%

98%

99%

99%

99%

2014

99%

99%

99%

99%

99%

100%

99%

99%

99%

99%

99%

99%

99%

99%

STAAR Participation Results by Assessment Type for Students Served in Special Education Settings (All Grades)

Reading Tests

% of Participants

2015

98%

98%

97%

98%

98%

97%

99%

98%

98%

98%

95%

98%

98%

96%

% STAAR/EOC With No Accommodations

2015

17%

17%

14%

21%

16%

22%

15%

20%

17%

14%

9%

15%

17%

10%

% STAAR/EOC With Accommodations

2015

71%

71%

73%

68%

71%

53%

70%

69%

71%

73%

78%

72%

70%

79%

% STAAR Alternate2

2015

10%

10%

10%

10%

11%

22%

14%

9%

10%

10%

7%

10%

10%

7%

% of Non-Participants

2015

2%

2%

3%

2%

2%

3%

1%

2%

2%

2%

5%

2%

2%

4%

Mathematics Tests

% of Participants

2015

99%

98%

99%

98%

99%

98%

100%

98%

99%

99%

99%

98%

99%

99%

% STAAR/EOC With No Accommodations

2015

13%

12%

11%

18%

13%

21%

12%

17%

13%

11%

8%

12%

14%

7%

% STAAR/EOC With Accommodations

2015

74%

75%

76%

71%

74%

54%

72%

72%

74%

76%

84%

75%

73%

84%

% STAAR Alternate2

2015

11%

12%

12%

10%

11%

22%

15%

10%

11%

11%

8%

11%

11%

9%

% of Non-Participants

2015

1%

2%

1%

2%

1%

2%

0%

2%

1%

1%

1%

2%

1%

1%

'?' Indicates that the data for this item were statistically improbable, or were reported outside a reasonable range.'*' Indicates results are masked due to small numbers to protect student confidentiality.'-' Indicates zero observations reported for this group.'n/a' Indicates data reporting is not applicable for this group.

This section provides the STAAR performance results for each subject area tested in the 2014-15 school year. These results only include tested students who were in the accountability subset. This section also includes four-year and five-year graduation rates and participation rates on STAAR for reading and mathematics.

'‡' Results for grade 3-8 mathematics, STAAR A and STAAR Alternate 2 are included in 2015 Federal System Safeguards.'*' Indicates results are masked due to small numbers to protect student confidentiality.'**' When only one racial/ethnic group is masked, then the second smallest racial/ethnic group is masked (regardless of size).'-' Indicates there are no students in the group.'n/a' Indicates data are not applicable to this report.

AllStudents

AfricanAmerican

Hispanic

White

AmericanIndian

Asian

PacificIslander

Two or MoreRaces

EconDisadv

SpecialEd

ELL(Ever HS)

ELL(Current)

Federal Graduation Rates

4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2014

Number Graduated

294,240

36,807

136,586

101,737

1,242

12,292

383

5,193

142,669

23,149

18,142

n/a

Total in Class

333,286

43,707

159,708

109,354

1,426

12,969

431

5,691

167,545

29,875

25,382

12,515

Graduation Rate

88.3%

84.2%

85.5%

93.0%

87.1%

94.8%

88.9%

91.2%

85.2%

77.5%

71.5%

n/a

4-year Longitudinal Cohort Graduation Rate (Gr 9-12): Class of 2013

Number Graduated

289,298

37,162

132,051

102,213

1,276

11,312

385

4,899

138,630

24,114

17,133

n/a

Total in Class

328,584

44,189

155,160

109,915

1,487

12,058

430

5,345

162,779

31,014

24,044

11,922

Graduation Rate

88.0%

84.1%

85.1%

93.0%

85.8%

93.8%

89.5%

91.7%

85.2%

77.8%

71.3%

n/a

5-year Extended Graduation Rate (Gr 9-12): Class of 2013

Number Graduated

296,162

38,145

136,228

103,635

1,300

11,472

392

4,990

142,831

25,509

18,363

n/a

Total in Class

327,568

43,978

154,480

109,816

1,484

12,040

429

5,341

161,878

31,066

23,707

11,730

Graduation Rate

90.4%

86.7%

88.2%

94.4%

87.6%

95.3%

91.4%

93.4%

88.2%

82.1%

77.5%

n/a

State: Met Federal Limits on Alternative Assessments

Reading

Number Proficient

26,502

Total Federal Cap Limit

34,666

Mathematics

Number Proficient

24,788

Total Federal Cap Limit

27,663

'*' Indicates results are masked due to small numbers to protect student confidentiality.'**' When only one racial/ethnic group is masked, then the second smallest racial/ethnic group is masked (regardless of size).'-' Indicates there are no students in the group.'n/a' Indicates data are not applicable to this report.

Source: 2015 Accountability Federal System Safeguards Report

Part III: Priority and Focus Schools

Priority schools are the lowest 5% of Title I served campuses based on performance in reading, mathematics and graduation rates. Priority schools include Tier I or Tier II TTIPS schools, campuses with graduation rates less than 60%, and lowest achieving campuses based on All Students reading/math performance.Focus schools are 10% of Title I served campuses, not already identified as priority schools, that have the widest gaps between student group performance and safeguard targets. Campuses are ranked based on the largest gaps between student group reading/math performance and the annual measurable objectives (AMO) target of 75%.

Results available at campus level only.

A high-performance reward school is identified as a Title I school with distinctions based on reading and math performance. In addition, at the high school level, a reward school is a Title I school with the highest graduation rates. A high progress school is identified as a Title I school in the top 25% in annual improvement; and/or a school in the top 25% of those demonstrating ability to close performance gaps based on system safeguards.

Results available at campus level only.

Source: TEA Division of School Improvement and Support

Part IV: Teacher Quality Data

Part IV A: Percent of Teachers by Highest Degree HeldProfessional qualifications of all public elementary and secondary school teachers in the State of Texas. The distribution of degrees attained by teachers are shown as the percent of total Full-Time Equivalent (FTE) count of teachers with no degree, bachelorís, masterís, and doctorate degrees.

----------------- State -----------------

Number

Percent

No Degree

2,980.2

0.9%

Bachelors

257,146.2

75.1%

Masters

79,997.8

23.4%

Doctorate

2,067.7

0.6%

Part IV B and C: Teachers with Emergency/Provisional Credentials, Highly Qualified (HQ) Teachers Low Poverty/ High Poverty Summary ReportsThe percentage of all public elementary and secondary school teachers teaching with emergency or provisional credentials, and the percentage of classes in the state not taught by highly qualified teachers disaggregated by high-poverty compared to low-poverty schools. For this purpose, high-poverty means schools in the top quartile of poverty and low-poverty means the bottom quartile of poverty in the state.

All Campuses

Core Academic Subject Areas

General
Education

Special
Education

Total

Total Number of Teachers

261,245

22,560

283,805

Total Number of Classes

872,262

65,670

937,803

Number of Classes Taught by Highly Qualified Teachers

Number

867,014

64,944

931,829

Percent

99.40%

98.89%

99.36%

Number of Classes Taught by Not Highly Qualified Teachers

Number

5,248

726

5,974

Percent

0.60%

1.11%

0.64%

Number of Core Academic Teachers Who Are Teaching on the Following Permits

------------ Number of Teachers ------------

Elem
(PK-6)

secondary
(7-12)

Emergency (for certified personnel)

334

208

Emergency (for uncertified personnel)

18

23

Non-renewable

66

32

Temporary Classroom Assignment

7

89

District Teaching

2

15

Temporary

15

0

Number of Core Academic Teachers with a Probationary Certificate Enrolled in an Alternative Certification

------------ Number of Teachers ------------

General Education

Special Education

Highly Qualified

11,225

1,041

Not Highly Qualified

348

38

High Poverty Campuses

Core Academic Subject Areas

General
Education

Special
Education

Total

Total Number of Teachers

66,305

5,200

71,505

Total Number of Classes

219,362

15,453

234,686

Number of Classes Taught by Highly Qualified Teachers

Number

216,971

15,176

232,018

Percent

98.91%

98.21%

98.86%

Number of Classes Taught by Not Highly Qualified Teachers

Number

2,391

277

2,668

Percent

1.09%

1.79%

1.14%

Number of Core Academic Teachers Who Are Teaching on the Following Permits

------------ Number of Teachers ------------

Elem
(PK-6)

secondary
(7-12)

Emergency (for certified personnel)

176

107

Emergency (for uncertified personnel)

4

3

Non-renewable

9

6

Temporary Classroom Assignment

3

17

District Teaching

1

2

Temporary

0

0

Number of Core Academic Teachers with a Probationary Certificate Enrolled in an Alternative Certification

------------ Number of Teachers ------------

General Education

Special Education

Highly Qualified

4,728

301

Not Highly Qualified

148

16

Low Poverty Campuses

Core Academic Subject Areas

General
Education

Special
Education

Total

Total Number of Teachers

58,178

5,137

63,315

Total Number of Classes

189,561

13,997

203,558

Number of Classes Taught by Highly Qualified Teachers

Number

189,221

13,955

203,176

Percent

99.82%

99.70%

99.81%

Number of Classes Taught by Not Highly Qualified Teachers

Number

340

42

382

Percent

0.18%

0.30%

0.19%

Number of Core Academic Teachers Who Are Teaching on the Following Permits

------------ Number of Teachers ------------

Elem
(PK-6)

secondary
(7-12)

Emergency (for certified personnel)

36

3

Emergency (for uncertified personnel)

0

0

Non-renewable

33

2

Temporary Classroom Assignment

0

11

District Teaching

0

0

Temporary

0

0

Number of Core Academic Teachers with a Probationary Certificate Enrolled in an Alternative Certification

This section provides the percentage of students who enroll and begin instruction at an institution of higher education in the school year (fall or spring semester) following high school graduation. The rate reflects the percent of total graduates during the 2011-12 school year who attended a public or independent college or university in Texas in the 2012-13 academic year.

Year Enrolled in Higher Education

State

2012-13

56.9%

2011-12

57.3%

Source: Texas Higher Education Coordinating Board

Part VI: Statewide National Assessment of Educational Progress (NAEP) Results

The most recent NAEP results for Texas are provided showing statewide reading and mathematics performance results and participation rates, disaggregated by student group.

State Level: 2015 Percentages at NAEP Achievement Levels

Grade

Subject

Student Group

%Below Basic

%At or AboveBasic

%At or AboveProficient

%At or AboveAdvanced

Grade 4

Reading

Overall

36

64

31

7

American Indian

n/a

n/a

n/a

n/a

Asian

13

87

66

30

Black

49

51

17

2

Hispanic

44

56

22

3

White

18

82

50

13

Students with Disabilities

71

29

11

2

English Language Learners

59

41

12

2

National School Lunch Program

46

54

20

3

Mathematics

Overall

14

86

44

8

American Indian

n/a

n/a

n/a

n/a

Asian

3

97

82

36

Black

24

76

29

2

Hispanic

16

84

37

4

White

7

93

60

15

Students with Disabilities

41

59

18

2

English Language Learners

23

77

28

2

National School Lunch Program

19

81

30

2

Grade 8

Reading

Overall

28

72

28

2

American Indian

n/a

n/a

n/a

n/a

Asian

12

88

55

12

Black

38

62

19

2

Hispanic

35

65

19

1

White

14

86

43

4

Students with Disabilities

70

30

5

n/a

English Language Learners

71

29

2

n/a

National School Lunch Program

36

64

18

1

Mathematics

Overall

25

75

32

7

American Indian

n/a

n/a

n/a

n/a

Asian

5

95

67

25

Black

43

57

16

2

Hispanic

31

69

23

4

White

12

88

48

12

Students with Disabilities

62

38

8

1

English Language Learners

60

40

6

n/a

National School Lunch Program

34

66

20

3

State Level: 2015 Participation Rates for Students with Disabilities and Limited English Proficient Students